Examining the relationship between intercultural engagement and undergraduate students’ global perspective

Abstract

This study examines the relationship between intercultural engagement and undergraduate students’ global perspective. Utilizing a cross-sectional design, six global perspective outcomes were regressed on an intercultural engagement scale and its component parts, controlling for student background characteristics and other forms of on- and off-campus engagement. Additionally, conditional effects models were employed to examine the intercultural engagement scale across separate ethnoracial and international student groups. Results demonstrate highly significant relationships between the intercultural engagement scale and five of the global perspective outcomes with relatively consistent effects across each of the components of the intercultural engagement scale. More distinct patterns were uncovered when examining specific ethnoracial and international student groups. The study concludes with a discussion of the findings for educators and practitioners interested in developing intercultural opportunities that foster holistic student development.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 6 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.